Development of the DAGIS intervention study: a preschool-based family-involving study promoting preschoolers’ energy balance-related behaviours and self-regulation skills

Carola Ray; Riikka Kaukonen; Elviira Lehto; Henna Vepsäläinen; Nina Sajaniemi; Maijaliisa Erkkola; Eva Roos

doi:10.1186/s12889-019-7864-0

Table 2 Practical strategies, methods and behaviour-change targets of the DAGIS intervention programme in accordance with the IM protocol^a

From: Development of the DAGIS intervention study: a preschool-based family-involving study promoting preschoolers’ energy balance-related behaviours and self-regulation skills

Intervention level	Practical strategies	Behaviour-change methods	Change target
Preschool	Early educators’ trainings	Information about social and environmental consequences^b	Attitude
		Framing^b	Attitude
		Information on how to perform the behaviour^b	Skills, capability, self-efficacy
		Verbal persuasion about capability^b	Skills, capability, self-efficacy
		Mobilizing social networks^a	Social influence
	Manuals	Information on how to perform the behaviour^b	Skills, capability, self-efficacy
	Meeting with preschool managers	Discussion^a	Motivation Knowledge
	Mentoring visits	Discussion^a Social support (practical)^b	Knowledge Motivation Capability
	Booster e-mails with pedagogical tips	Information on how to perform the behaviour^b	Motivation Skills, capability
Preschool & family	Activity afternoon	Active learning^a	Attitude
Preschool & family	Activity afternoon	Mobilizing social support	Social influence
Family	Educational letters & DAGIS e-mails	Persuasive communication^a	Attitude
		Prompting goal setting^a	Skills, capability
		Information on how to perform the behaviour^b	Skills, capability
		Restructuring the physical environment^b	Skills, capability
		Identification of self as role model^b	Awareness
		Normative information about other’s behaviour	Social influence/social norm
	Personal feedback on children’s measured EBRBs and information about the measured average of study participants’ behaviours	Feedback^a	Awareness Motivation
		Normative information about other’s behaviour	Social influence/social norm
	Map application	Social support³	Social influence
Family and child	Bingo board	Active learning^a	Skills, capability
Family and child	Bingo board	Direct experience^a	Attitudes
Child	MindUp™ curriculum	Guided practice^a	Skills, capability
		Improving physical and emotional states^a	Skills, capability
		Active learning^a	Skills, capability
		Using imagery^a	Knowledge
	Activities related to EBRBs	Active learning^a	Skills, capability
	Storybooks	Modeling^a	Skills, capability
		Using imagery^a	Knowledge

^aBartholomew et al. [25, 32]
^bMichie et al. [49]

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ISSN: 1471-2458

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